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Subject No. On page Subject No. On page 



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THB USIVKRSITY OF 3J ICAGO 1C1? ! C A T 

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IA1 AID fcCOICMIO OOBDZfZOl CF ifOfc&H TEACE 
IB *HE USIT t*m 

A Dissertation 

Emitted to the faculty 

of the 

Graduate Sohool of Arts and Literature 

in oandidaoy for the degree of 

Master of Arts 

(Department of Sociology) 



19 



i;ii?;aT>eth I hi tcpsore Baker 

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1 loago 
Anpust Utnvooatjon 
1 9 1 £ 



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375748 



THE SOCIAL AID KCOHOWXO 00SDITICH 
OF WCMES TEACHERS IH THE UNITED STATES 

I. Introduction. 

1. dumber and importance of group. 

a. Total number. 

b. Relative number. 

(1) Proportion of teachers. 

(2) Proportion of women workers. 

(3) Proportion of professional women. 

2. Object of the study. 

II. Requirements of teachers. 

1. Certification. 

a. Authorities. 

b. Classes of certificates. 

(1) Grades. 

(2) Requirements. 

o. Proportion of teachers holding eaoh grade. 

2. Age. 

3. Moral standards. 

III. Work expected of teachers. 

1. Length of term. 6. Summary. 

2. Length of hours. 

3. Outside work belonging to school. 

4. Outside work related to school. 



• OAAg 



11 



IV. Remuneration. 

1. Extreme range of salaries. 

2. Table of 40 states showing average salaries. 

3. Salaries In secondary sohools. 

4. Salaries In women's colleges. 

6. Average weekly salaries for 40 states. 

V. Comparison with women workers in department and other 
dry goods stores. 

1. Educational qualifications. 

2. Length of experience. 

3. General requirements. 

4. Morality. 

6. Hours of work. 

6. Standards of living. 

7. Summary of comparison. 

8. Conclusions. 

VI. Comparison with men teachers. 

1. Discrepancy in salaries. 

2. Possibilities of the situation. 

3. Table showing schedule differences. 

4. Table of salary schedules. 

5. Conclusions from table. 

a. Differences in salary. 

b. Differences in kind of position. 

6. Order of positions. 

7. Tables showing distribution of men and women 

in different positions. 



Ill 



8. Table 3howlng percentage of Ben and women In eaoh 

kind of position, 

9. Women in college position (public). 

VII, Reasons alleged for existing conditions. 

1* Overcrowding of women in primary positions. 

2. Lack of preparation and non-continuance of women in 

profession. 

a* Hural schools* 

b* Secondary schools. 
2* Lack of industrial and economic opportunity* 
4. The pin-money character of women's earnings. 

a. Table. 

b. Conclusions. 

6. Lack of politioal power. 

a. Basis for conclusions, 
b* Comparison between universal and male 
suffrage states* 
il) General conditions. 

(a) School attendance. 

(bj Expenditure for schools per capita 

of total population, 
(o) Percentage of illiteracy* 
(dj Percentage attending school of total 

number between IF and 14* 
(ej Increase in per cent, of sohool popu- 
lation enrolled, 
(f) Amount of expenditures daily per pupil 
for salaries of teachers. 



iv 



(2) Condition of women teachers. 

(a) Salary schedules. 
(tO Opportunity. 

(3) Social valuation of women voters. 

6. Lack of fitness of women for administrative positions 

a. Examples. 

"b. Evidence from Colorado. 

(1) State superintendents. 

(2) County superintendents. 

7. Lack of organization among women teachers. 

8. Custom and prejudice. 



VIII. Summary. 



THE 30CIAL AW) 3C0I0J&IC 30HDITICI 
OF WOMEU fJBACHKRS II THE DHIT ATK8 

In 1900 there were in the United States 327 614 women 

teachers. They formed 73$ of the total number of teachers; 

nearly 7% of the total number of women workers; and 76$ of 

professional women, teaching being, of all the professions 

1 
open to women, the first in numerical importance. This large 

body of women workers, forming an important social group, is 
the subject of this study, which will attempt to indicate 
their present social and economic status as part of a larger 
body of women workers, all involved in a movement profoundly 
affecting not only themselves, hut. the entire sooial struc- 
ture; to show the requirements of their profession as to char- 
acter and educational preparation; the compensation received, 
and the possibilities of oare in old age; the nature of their 
work and the services to soolety expected of them; and the ad- 
vance possible for them in reward for efficiency, *nd their 
opportunities for the utilization of special talents. Unless 
otherwise noted, the discussion will relate to teachers in 
the system of public education. 

In order to become a teacher In the public schools, a 
woman must first secure a certificate. As there is no central 
authority from which certificates are issued, and no uniform 

1 
Census Statistics of Women at Work, Twelfth, 19(6. 



2 



*■ 



standard to which certificates must conform, they may be ob- 
tained from various sources representing many standards and 
■any gradations of attainment ana efficiency. They may, how- 
ever, he divided into two classes: those obtained hy examina- 
tion, and thoae obtained hy pursuing a course of study at an 
educational institution. 

Of the former class, there are commonly recognised three 
grades: third, second, and first. The examination subjects are 
divided into four classes, as follows: 

r I. Traditional Elementary School Subjects. - 

1. Heading. 

2. Writing. 
5. Orthography, tuation, orthoepy. 

4. Language, composition. 

5. Grammar. 

6. Arithmetic, mental and written, number work. 

7. Geography. 

8. tf. S. History, elomentary civics, local history. 

9. Physiology , hygiene, nature and effects of alco- 
hol, stimulants, and narcotics. 

II. lewer Elementary School Subjeets.- 
1. Drawing. 
. Musis. 

3. Mature study. 

4. Agriculture. 

5. Manual training. 

6. Household arts, domestic science, etc. 

*U. S. Bureau of Kd., Bulletin 18, 1911, p. 164. 



3 



7. Physical training. 

8. Current events. 

III. Higher subjects, (secondary and higher.) 

1. Rhetoric. 

£. literature. 

J5. Algebra, ge owe try. 

4. Languages. 

6. History. 

6. Physios, chemistry. 

7. Biology. 

8. Soonomies. 

Ana such other branches as compose the standard 
high school and college curricula, and also cata- 
loguing and use of school libraries. 

IV. Professional Subjects. 

1. Ihilosophy of Education. 

2. History of Kduoation. 

3. Psychology. 

4* School administration. 

6. Theory and practice. 

6. Methods. 

7 # School law and state manuals. 

And other such professional subjects as «ay be 
named in the various states. 

For the lowest grade of certificates issued in the sever- 
al states, 1 state requires examination in 6 traditional ele- 



7.9 


8.1 


.7 


1.0 


• 3 


£.6 


.8 


1.8 



mentary subjects; £ require 6; 11 require 7; 19 require 8; and 

1 
14 require 9. 

The following table gives the average number of subjects 

required for the lowest and for the highest oounty oertifioatee; 

whether two or three grades are reoogni«ed, the lowest helng 

I 
classed under third grade, and the highest under first. 



Table £. Average no . subjeots required for third 
and first grade eounty~certifioaTes . 

I G . I 6, 

Traditional elementary subjects 

Hew elementary subjects 

Higher (secondary] subjects 

Professional subjects 

All subjects 9.7 12. 

Mr. Harlan Updegraff , of the Bureau of Education, thinks 
that the examination requirement for a first grade county cer- 
tificate which would be most representative of the practice of 
all the states at the present time may he said to be composed 
of 8 traditional elementary school subjects, 1 new elementary 

sshool subject, 3 secondary school subjects, and one T rof ees- 

3 
lonal subject — a total of 13 subjects. 

The examinations for the highest or life certificate flif- 

1 
Bureau of Education, Bulletin 18, 1911, p. 190. 

£ 

Ibid., p. 191. 
3 
Bureau of La., 1911, bulletin 18. 



fer from thone of the first grade only in stressing more the 
higher professional subjects, providing questions of greater 
difficulty, and grading the pipers more closely. 

A certificate based upon graduation from an institution of 
learning Bay indicate requirements varying- from a high school 
course, with an amount of professional study or training whose 
maximum is one year, to a four years' college course, with or 
without professional study; or, in one state, with a full year 
of graduate study. Graduation from a high school aa a require- 
ment for any certificate is becoming more and more general. In- 
diana, Kansas, Missouri, lew Jersey, and Utah have laws to that 
effect. 

It may he seen from the foregoing that the least require- 
ment made of a teacher Is for an education somewhat leas than 
would admit to a standard high school, while the aotual attain- 
ments presented run to ten or twelve years beyond this. 

While it is impossible to secure complete statistics show- 
ing what proportion of women teachers actually held third grade 
certificates, an examination of the following figures, which 
may be takes as fairly representative, will show that it is 
relatively small, and represents probably the beginners in the 
country, and those who remain in the irofession but a very 
short time. 



6 



Table II. 
No, of women holding III . II t and _I 
grade certificates In gl» states .* 



rtate 


III tfr. 


11 Or. 


I Gr. 


Texas 


Mf 


6466 


09 


Illinois 





16X33 


£354 


Oregon 


493 


918 


1322 


Wisconsin 


4£GH 


52 


676 


So. Oar. 


161 


7855 


2536 


Wyoming 


188 


; 


£27 


Total 


6323 


27068 


12 622 



This table shows that but a small part, less than one- 
eighth of the tctal number given, hold the third grade oertif- 
ioate. It must be remembered, too, that in Wisconsin, whioh 
furnishes the highest proportion and the largest member of 
those holding the III Grade, the requirements are for that grade 
as high as for the seoond grade in other states. There ie a 
steady movement to abolish the tMrd grade certificate alto- 
gether, as has been 'done in some states. 

These figures relate ohiefly to elementary school teach- 
ers. Teachers of secondary schools must meet higher requirements, 
and do actually show a ruoh higher average of attainment, tfr. 
Edward L. Thorndiks says: "The time spent by women in prepa- 
ration for teaching in secondary school varies from an ele- 
mentary education to 12 or more years beyond. The typical 

'Letters from State Superintendents, 1911. 



condition is 8 years, or a full four years of high school and a 

1 
four years' college course." 

"There is a fixed minimum age requirement in all hut 12 

states; two require 16 years; 8 require 17 years; 25 require 18 

2 
years; 1 requires 21 years," 

Besides age and oertifiant-i on retirements t there is a? 
demanded a high moral standard. There are certain facts wVi 
because of their universality, are assumed to exist without spe- 
cific mention. in: "l.very teacher must he of eood 

3 

moral character." 

4 

In Massachusetts, the following is the adopted state law: 
11 preceptors and teachers of academies and all other 
instructors of youth shall exert their best endeavors to impress 
on the winds of children ancl 3-outh committed to their care and 
instruction the principles of piety and justice and a sacred 
regard for the truth, love of their oountry, humanity and uni- 
versal benevolence, sobriety, influ*try, ana frugality, chasti- 
ty, moderation, and temperance, ana those ether virtues which 
are the ornament of hunaa sooiety and the ba3is upon which a 
republican institution is founts 4; and they shall endeavor to 
lead their pupils, as their apes and capacities will admit, into 
a lear understanding of the tendency of the above-mentioned 

1 
U. B. 3u. of Ed., 1909, Bulletin 4, p. 15. 

2 

Ibid. 1911, Bulletin 18, p. £26. 
3 

Ibid. p. 9. 
4 

Hevi3ed Laws of the Commonwealth of Mass., 1911, 

pp. 24 • ff. 



virtue-, to preserve and perfect a republican constitution and 
secure the blessings of liberty as well as to promote their 
future happiness, and also to point out to them the evil ten- 
dency of the opposite vices. 

It sill be observed that the teachers are not only to give 
moral instruction, but to lead their pupils to understand the 
tendency of the p-any virtues they are to Inculcate . 

The moral grounds upon which the certificate of a teacher 
may be revoked are set forth in the laws of each state, and 
range from neglect of duty and incompetency through cruelty, 
profanity, intemperance, untrnthftilness, disbelief in the ex- 
istence of a Supreme Being, Immorality, and crime. 

•vith these qualifications and this e< ent, what is the 

rk which is expected of the teacher? The lenrtV of the school 
term varies in different states, and within the states v-iried in 
city and county schools, and in country schools may vary from 
year to year according to the amount of rroney available for run- 
ning the school and paying the teacher; but tbe average 1^ 
o* term c I I put.ilo school, taking in both city and ootiritry 

schools, varies from 4.9 months In oonth Carolina, where it is 

2 
shortent, to 9.7 months 1 ods Island, where it is longest. 

M of the country achools hold for M short a term as 8 months, 

ome city schools, for 1(. months. The daily sessions are 

from approximately five to about seven hours in length. But 

the hours spent in teaeMng are not the only ones during which 

the teachers must work. Like that of a bank, a large part of 

1 

. Bu. of Ed., Bulletin no. 18, 1911, 

j.p. £32-£43. 
I 
Report of the Commissioner of Ed., 191' . 



their work must be done after the doors are closed. There la 
no fixed time for auoh labor to oease: the teaoher atops 
when the work ia done. There la preparation and planning for 
the next day's leasons, grading and criticising of papers, mak- 
ing of reports, and sometimes preparation of papers and addres- 
see for institute meetings, ofesslonal reading and study. 
For city teachers there are besides lessons from the various 
supervisors which take from one to two hours several times a 
month, and, finally, the teachers' institute meetings at whioh 
attendance is obligatory. 

In many oomrunities the teaoher is expected to devote Ms 
tjrne and energy outside of ol lours, anc frequently does so 
devote hiir.self , to various agencies for the moral and social 
uplifting of the people, civics cltibs, agricultural 
contests, debating societies, organl^ati ons for the improve- 
ment of the sanitary conditions or for the beautifying of the 

ities or homes or rsohool grounds, or the movement known as the 
social osnter movement; as the fol] owing extracts will illus- 
trate: 

olohester, :)cnn.: * civics club organized during the 
winter rith the principal of the h chool as its president 

has done excellent work in keeping the streets free from paper 
er litter, an? in teaching the r a spirit of pride 
in the to la i-ome m 'irrountfings. rtain localities 
and streets are assigned to each teacher, who with a olass of 
pur i Is make themselves responsible for the appearance of this 
particular part o I n. other result of this work has been 
flowers and shrubs planted at home and about the nohool build- 



1 

• Ties . 

The first boys' corn club Id ; outh Carolina was organised 
in Marlboro Co., in the siring cf 19C9. ... Ve results proved 
so satisfactory that almost every cou oil owed in 19 1 . 
thousand boys were enrolled. The success el these lads in ap- 
pl; scientific methods tc the gfOTll ■ their fath- 

l* firms ii'rowe what intelligent teaching oan accomplish. The 

rla of one county hare Udt*t*4 their brothers by forming a 
girls' tomato olub. fhls movement was introduced by the pres- 
ident of the County School UfrJl 'P V l — t society. The reception 
aooorded these experiments shows that practical education will 
readily be g-iven a place in our school curriculum. If the 
county superintendents should receive deserved recognition and 
encouragement they would, I the agencies ooBperating with 

em, bo able in a few years to disseminate a scientific knowl- 
edge of agriculture and agricultural possibilities throughout 
every school district in the state." 

ithin recent years a "ent for the wider use of 

hool buildings has been steadily growing in importance. i« 
has been duo to a gradual rea" Ion of the possibilities of 
the school-house a^ a convenient sentro for social improvement 
by means of lecture courses, and classes for students, and for 
tho wholesome enjoyment to be found in entertainments, games, 
athletics, m who activities and intercourse of de- 
bating scoieties, clubs, or other organi eat ions. In a broad 
interpretation of the term, the use of the school-house as a 

1 

Report of State rupt., 1910-11, p. 1' 
1 

port of atate Supt. So. Carolina, 191 , 

rr • - 1 - " ' • 



11 



social center has had a marked development in reoent years In 

iladelphia. The number of people attending these gatherings 
reaohe8 la the course of a year many thousands. The tern, 
however, has heen applied more narrowly to certain schools 
which are opened In the evening for the speolflo purpose of 
drawing young pecrle from the street and from influences of a 
questionable charaotsr hy affording the counter attractions of 
a pleasant and profitable hour or two of study, recreation, and 
social intercourse. The establishment of the first social cen- 
ter of t>is character was due to the initiative and energy of 

e principal of the school, Mrs. SCathnrins Loot. The teao> 
ers or ether arsons en.paged in th rk volunteered, their 
services. Later, some paid workers were employed* 01 asses in 
various forms of manual training — wood- work, hrass-work, "bas- 
ketry, etc., were conducted. Classes in gymnastics, sewing, 
and music were formed, and one room was set asids for gamss and 
one for itudy, A Ml entertainment, illustrated looture, 
or other speoi *J attraction was given monthly. ... In every 
instance the social center is under the nurervision of noma re- 
nsihle agent of the Board of I^ucation, hut the Board makes 

no provision for the payment of such person. It is a labor of 

1 
love." 

"Our pupils and teachers, hy p;ivin^ entertainments, have 

contributed much toward purchasing lihraries, organs, hells, 

2 
and maps for a number of our school*?. 

Report of City Supt. t 1910, pp. 7-11. j hil adelphia. 
Report of State Supt., Wyoming, 1909-10, p. 36. 



LI 



ich work an is arrested 1n Do ahove eytraots is goir 

on all over the try, extracted, sometimes praised, sometimee 

noticed, and always v d. It will ha noted that it 

ja teachers as teachers who *re • "Ir. 

The work of the teaohers may he nummarized, then, as follows: 

they are 1n ohr»rge of the yi sixty to two 

idred dsyf j year, mo re V halt of the ".orHng hours of 

the a ay, 8 ra tin at ©•' ; terary ed-noa- 

tlon: of l inin# trial arts; tin foundations of 

vie usefulness; in the case of foreign-horn pupils, of who» 

1 
there were In actual attendance Jin 19C0, 572.086, instruction 

In mannera, customs, and rinciplas that are the hasia of Amer- 
ican oltleenahlp J the cultivation of 3; and the training in 
character. 

In return, what remuneration does the stata or city offer 
the woman t« r? 

'JH laries of t Ml vary ridely in the different states 

and " tfferent communities of the same state. As there is no 

mon standard of certify an, "o there la ne uniform nala- 

ry. So far as can h- it, tfei raage helow ' 

per year 5 e country & ^s In thoaa state8 where the 

average is lowest, to llC per year, pall to the Superintend- 

ent of the Ohiea -hools. r f "5c, Ark., where the 

average length of term was 121 flays, the average salary of 

the woman teacher .16 th, the average annual sal- 

2 
ary amounted to ^186.96. Clay Co., Pla., ahes 1 average 

1 
Statistios of the Censua, 19CC, Vol. II, p. 357. 

2 

Report of State Supt., 1907-8, pp. T82-4. 



13 



length of tern was 186 days, and the average salary of the wo- 
man teacher was $39. 24, the annual income equaled $855.06. In 

Galhoun County, Fla. , the average annual salary of the woman 

I 
teacher was $171 .60. Of Washington Oounty, $154.16. In many 

country districts, conditions like these may be aggravated by 

the fact that the teacher is paid In warrants, to cash which 

she must either wait for months, or accept a discount. 

average monthly salary of all teachers in Georgia was, in 1908-9, 

4C,46. With an average of about five months, the annual up 

ary amounts to scarcely $80 < . In most of the counties the 

teachers must wait for at least 30# of their pay for completed 

work six or eight months; the result being that in order to ge"i 

the use of the money when the service is complete, the teacher 

3 
must further discount even this small salary." 

Leaving, however, these schools, where the conditions are 
obably the most unfavorable in the United States, we find 
that the average annual salary for women teachers in forty 
states ranged from $198.52, in South Carolina, $816. 4C in Ken- 
tucky, $817.36 In Georgia, and $234.06 in Maine, to 1649.66 in 
Illinois, #686.66 in Rhode Island, and *>684.60, the highest. 
In Hew Jersey. 

The following is a table showing the average salaries of 

4 
women in forty states. 

Report of State 3upt., 1910, pp. 393, 407. 
8 

Ibid., pp. 393, 407. 
3 

Ibid., p. 84 . 
4 

Compiled from Report of Comm. of Ed., 1910. 



14 



Table III 





Average salaries of box 


i and women for forty 






states 


»y month and by year 






State 


Monthly 3 alary 


Wo. of Mo. 


Annual 


Salary 




Men 


Women 




Men 


Woman 


Maine 


59.16 


32.98 


7.4 


457.48 


- 


H. H.* 


6C.70 


36.78 


8.0 


406.60 


293.24 


Vermont 


49.65 


34.20 


8.0 


397.04 


273.60 


Mass. 


161.39 


60.68 


9.3 


1407.92 


564.32 


Rh. Is. 


120.16 


60.48 


9.7 


1262.66 


686.66 


Conn. 


181.21 


52.64 


9.2 


1116.13 


484.28 


n. a. 


120.65 


72.83 


9.4 


11?2.98 


684. 6i 


Fenn. 


62. £5 


47.07 


8.4 


622.73 


396.38 


i>el. 


72.82 


34.70 


8.5 


618.97 


294.95 


Va. 


47.74 


37.46 


6.5 


310.31 


243.49 


3. 


49.60 


39.89 


4.9 


241.14 


192.62 


Ga. 


81.30 


42.62 


6.1 


414.63 


217.36 


Fla. 


66.90 


43.64 


6.7 


324.35 


248.74 


£y. 


42.84 


36.9 


6.0 


257.04 


216.40 


er ^ 

Ala. 


53.90 


40.67 


6.7 


7.T3 


231.24 


La. 


58.03. 


46.01 


6.6 


377.19 


299.06 


Tex. 


oo.bD 


64.26 


6.4 


425.96 


347.02 


Ckla. 


67.83 


49.22 


7. 


4C4.81 


337.64 


Ohio 


57. < 


47. ( 


8.5 


484.60 


399. 60 


ina. 


67.96 


66.66 


7.6 


609.62 


492.37 


111. 


84.64 


63.49 


8.6 


718.59 


549.66 


Mioh. 


74.61 


60.43 


8.6 


634.18 


428.66 


Wis. 


82.22 


49.03 


8.4 


741.04 


431.86 


Minn. 


76. CO 


45.60 


8. 


6( . 


364.80 


Iowa 


73.58 


44.50 


8.8 


637.60 


391.60 


Ho. 


61.26 


63.19 


7. 


469.45 


398.92 


B. D. 


58.41 


49.28 


7.2 


420.56 


364.81 


3. D. 


71.07 


49.39 


7.7 


647.23 


380.30 


leb. 


71.14 


61.36 


8.7 


618.91 


446.83 


Kan 9. 


71.00 


55.1 


7.7 


646.70 


425. 


Mont. 


89.60 


62.95 


7. 


626.60 


440.65 


Wy. 


75.57 


66.84 


6.4 


483.64 


363.77 


Col. 


76.00 


59.00 


7.8 


692.08 


460.20 


H. Mex. 


62.06 


51.58 


5.9 


307.09 


304.32 


Aria. 


104.64 


79.61 


6.8 


648.76 


493.58 


Utah 


88.13 


57.44 


8.1 


713.86 


466.26 


Hoy. 


122.02 


77.00 


7.7 


829.73 


683.60 


Idaho 


84.68 


62.86 


6.8 


675.82 


427.38 


Wash. 


78.32 


60.58 


8.6 


665.72 


614.93 


Ore. 


70.00 


61.97 


6.4 


448.00 


332.60 



*iSlementary Schools only. 



16 



Taking a still higher basis, by excluding the elementary 

sohools, and considering only the secondary sohools, we find 

that the salaries of women engaged in public high school work 

range from less than tftOO to $S OCO per year. If a oholoe of 

a typloal salary had to be made, :bbO would be the most sulta- 

1 
ble. The median salary is >6b0. 

The salaries of teachers In women' 3 colleges are somewhat 
better. Figures from every well-known woman's college save 

ith, ten smaller colleges, and two small oo-eduoational in- 
stitutions show that salaries range from #5C0 to $2 000* In 
no oases are board and rooms given in addition to salary. 
The following table gives the figures. 

Table IV. 





Salaries 


in 


women* s colleges. 




Minimum 






Maximum 


Ho. of colleges. 
1 


Salary. 
SCO 


He. of colleges, 

2 


lary. 
800 


1 


4( 




2 


9( 


3 


600 






1000 


1 


600 




a 


14, 


4 


7( 




4 


p.roo 


2 


800 




i 


26 


1 


1CC0 




i 


8000 



The average of the lowest salaries is $664. The average 
of the highest is |lSS§« the two, $1049. 

Figures are not available for the salaries of women teach. 
ers in coeducational sohools, nor for those of women who are 



U.S. Bu. of Kd., 1909, Bulletin no. 4. 
I 
A. £. Tanner, Ass'n of Coll. Alumnae, 3rd 3. 16. 



16 



principals of schools. The number of women in other adminis- 
trative positions is, as will be shown later, comparatively 
small. Chicago is the only large city having a woman superin- 
tendent of schools. 

If we take the table above given for 40 states, we fin? 
that the average salary for women teachers is $373.09 per year. 
Taking the year to be fifty weeks, sinoe, although the sohool 
term Is on an average for the 40 states only about 30 weeks, the 
teaoher must meet expenses during vacation just as at any other 
time, and frequently is expected to attend some institute of 
learning where expenses are higher than at home, her weekly 
salary would be $7.46. 

'Such being the requirements, the qualifications, the work 
expeoted and rendered, and the monetary compensation, of the 
woman teaoher, how does her condition in these respects com- 
pare with that of other women workers? We will select a group 
upon whom society places almost exactly the same financial val- 
uation, and compare the two groups in the other particulars. 
The average weekly salary of the woman teaoher, of 7.46 coin- 
cides almost exactly with the average weekly wage of the women 
workers in department and other retail stores. The averags 
weekly wage of 1391 workers in department and other retail 
stores in seven cities; viz., Boston, Ohieags, Minneapolis, 

t. Paul, Hew York, Philadelphia, and St. louls, as given In 
Vol. 90, oenate Documents, from which the following facts and 
statistlos are taken, has been estimated as $7.22. With sal- 
aries thus practioally equal, how do the two groups compare as 

1 
Senate Documents, Vol. 90. Woman and Child Wags-Earners, 

Vol. V. 



17 



to qualification:? and equipment, moral riharaoter, kind nd 

quantity of serviee rendered, and soolal recognition? 

Aa for eduoational qtialifioationa of the saleswoman, there 

are none beyond the most elementary ones of being able to read 

and write, and to handle fig-urea sufficiently veil to keep ao- 

oounts accurately. There 18 no certificate requisite, and no 

examination. The firl who starts with practically no schooling 

is on the same basis aa the one who has a full high aohool or 

even college oourae, except aa such training may give power to 

\8p and master the problems of the business more quickly and 

thoroughly. Her education wins no recognition at the start, her 

lack of it does not bar her out. Iks makes her way by nuooess- 

ful accomplishment of business asaignments, and by the time she 

has worked about 1? years, her earnings equal those of the high 

school teacher whose experience it is true aTeragea only 6 

years, but who has spent in training, on an average, not only 

time to complete the high school, but 4 years beyond. Most 

saleswomen, however, do actually have some years of schooling. 

1 
The following table shows the average yeare of schooling for 

the saleswomen reporting from the department and other retail 
stores of the above-mamed cities. 

Table V- 
Average number of years of schooling of saleswomen . 

cities Ho. Reported Av. no. yrs. schooling 

3oston 81 ;J «^ 

Chioago 99 !•! 

Minn., 3t. Paul M ?•» 

Mew York 18 6.9 

Phila. M 8.1 

t. Louis oo Sbl 



Sen* Doc, Vol. 90, compiled from Table I. 
Woman and Child Wage-earners, Vol. V. 



18 



The following tabic shows the average length of experience 

and the average salaries of the department and other retail 

1 
Btore saleswomen. 







Table 71. 




Length of 


experience and earnings of 


=» ale a woffle n. 


Length 
experl< 


of 


men reporting both 
ex. and earnings 


rerage weekly 

earnings 


Ho. Per oent. 




Under : 


L year 


170 12.2 


4.69 


l f under 2 


176 12.6" 


5.28 


2, " 


4 


327 23. 6 


6.27 


4, " 


6 


241 17.3 


7.49 


6. 


8 


165 11.9 


7.83 


8. 


10 


105 7.6 


9.27 


10, 


12 


68 4.9 


9.81 


12 t " 


16 


78 6.6 


9.96 


16, " 


21 


39 2.8 


13.35 


21, 


SO 


18 1.3 


11.56 


30 and 


over 


4 .3 


11.38 



A verbatim report from an offioial of one of the largest 
department stores in tho country shows what are the requirements 
of a good saleswoman: xpert knowledge of goods and stook: 
expert knowledge of people and the oomrunity in which the store 
is located; expert knowledge of styles, fashions, and customs; 
intimito knowledge of the principles and policies of the store; 
absolute honesty in dealings; utmost courtesy and kindness; ac- 
curacy in filling orders; a good memory for names and faces; a 

1 



en. Doo. Vol. 90, p. 42. Horns* sad Child flags Earners t Vol.Y. 
Sen. Doo. Vol. 90, p. 40. Woman and Child Wage-Karners , Vol. V. 



19 



single desire to please the ou-torcern, upholding at all tines 
the dignity and honor of the store. Physical health, cleanli- 
ness of person, and a clear brain \re of vital importance . 

<?n the teacher parallel tl with: expert knowledge of 
the subject she teaches, based upon wide general study and read- 
ing; expert knowledge of human nature whereby she can adapt both 
knowledge and methods to individual and corarunlty needs; inti- 
mate knowledge of the principles and purposes of the educational 
system as a whole and of the social life as a whole for which 
she is preparing her pupils; kindness, tact, courtesy, justice, 
honesty, high honor, self control, cleanliness, cheerfulness, 
vigor— rani fostly the clemands made upon her in preparation and 
professional skill are more exacting and higher in plane than 
those of the saleswoman. 

The moral standards are next to be considered. It has al- 
ready been shown what 13 required of the teacher, and what au- 
thority is exercised to maintain the high morality necessary to 
her work. The following examples of printed rules and require- 
ments current in all stores show the qualities stressed in the 

1 
saleswoman. 

Be at your post of dnty all tho time, and do not go 
without your meals. 

Be on time. 

insist that employes be punctual and regular in 
attendance. 

The unfortunate tendency to unwarranted relaxation 
during the summer months must be counteracted, and all in 

1 
Sen. Doo. Vol. 9C, pp. 29-33-35. 
Woman and Child Wags-Earners, Yol. 7. 






lthority are especially requester 1 to set the example 
themselves, and see to it that those under the» Maintain 
the proper spirit of energy and attontior. 

• waste of time, where re eim loyed, be- 

comes a very serious natter, -^nd every rerhor of thie 
great force will see to it thit nhe avoids everything of 

the kind. 

Respectable associations outside of business are ex- 
pec ted of every employee, 

n-'t hare associations outside the store that yom 
are ashamed to hare known. 

In these regulations nothing^ ji said about' cruelty, pro- 
fanity, intemperance, untruthfulness, disbelief in the exist- 
ence of a Supreme Being,' all of which may be grounds for re- 
voking the license of the teacher; ancl as for immorality, while 
these regulations stress those qualities of regularity, prompt- 
ness, aDertness, and vigorous attention to business inconsist- 
ent wit); an immoral life, yet "an offioial in one of the larg- 
est stores in Chicago freely admitted that there were 'off- 

1 
color' Vromen in his store"; and "there are women of immoral 

character who have kept their positions in the stores for yearo. 

one of them are 'kept* women who are usir air positions as 
a cloak for their evil ways, Tr*re is strong evidence that 
=>ome of them are there for the express j -is of getting pirls 
into houses of prostitution. The consideration often shown a 
saleswoman of this character because of her "Urge salesbook, 
and the marked courtesy extended to customers of ill repute are 

anate Doouments, Vol. 90, p. 32, 



81 



among the ©Til influences chargeable to department store •«- 

1 
ployraent." 

In order to sucaeed, th« saleswoman rust be able to lease 
the customer, the "buyer, the assistant buyer, and the floor- 
walker. The teacher must he able to work harmoniously with her 
pupils; their parents, the patrons of the school; oftentimes 
other citizens or tax payers more interested in the nonduot of 
the schools than the parents themselves; her fellow teachers; 
her principal; her superintendent; and the Board of Education. 

The hours of *ork of the saleswoman are nominally longer 
than those of the teacher. In some states there are legal re- 
strictions lifting the number of hours either per day or per 
week, or both; but in most of the states there is no restric- 
tion: the day may be regularly as many hours as the demand and 
the mind of the employer please to fix it, with overtime in ex- 
cess. The laws affecting the working hours of saleswomen in 

department stores and other TPercantile establishments may be 

2 
summarised as follows: 

Ohio has an 8 hr. day, 48 hour week. 
California, 9 hour day, 54 hour week, 
Indiana, 1C hour day, 6C hour week. 
The above apply to persons under 18 years of age. 
Hew York, 60 hour week for those between 16 and £1 years 
of age. 

r all women employees, Louisiana, Massachusetts, Michi- 
gan, T.nshington, Hebraska, and fregon, have 1C hour day. 
nnsylvania has a 12 hour day. 

1 
Sen. Poo., Vol. 90, pp. 33, 36. 

Ibid. p. 216. W. and Child Wage-Earners, VoD . 






Bebraska, Oregon, rennaylvania, Louisiana, have a 60 hour 
week. 

Minnesota and Massac) usetts have a 56 hour week. 

Michigan has a 54 hour week. 

Missouri, for cities over 5 ml inhabitants, has a 54 hour 
week. 

In all other states there are no restrictions; but in many 
places there is a marked tendenoy to abolish the long Saturday 
eveninge, and open evenings during the holidays. 

There is, however, thie condition attaching to the work of 
a saleswoman, that poes toward offsetting her long hours: when 
those hours are at an end, nothing further is expected of her. 
There is no work to be taken home, and no preparation for the 
next day. It may he further renarked that whereas the sales- 
woman aunt stand in almost all ?jteres, -ntlre time, the 
teacher may ait a considerable part of her time; and that where- 
as the saleswoman often has dull days when there is little or 
nothing to do, the tsacher is always confronted with the neces- 
sity for putting forth her best efforts. There is, moreover, 
for the saleswoman, M cth r work whisk the community looks to 
her to perform as it looks to the teacher to perform much in 
the lino of civic, rail glass S»4 ■oslal work. 

regard to the general eypensas of living, as for dress, 
kind o «rtfin^ p!> ace , etc., % dards of teachers are in 

general much hipher than tboie of sales omen. 

The comparison may be briefly summarized as follows: 






r'.duoational requirements : - 

Teaoher:- Vary from five years to 12 years or more 

"beyond the elementary sohool. Must have oertif- 
ioate. 
Saleswoman:- ability to read and write, and oommand 
simple arithmetic, lo certifioate required. 
Morality :- 

Toaoher:- Must be highly moral. 
Saleswoman:- Generally is moral, but may be, and 
sometimes is, imroral. 
Amount of wark:- 

Teaoher:- Eoura shcrt, with unlimited overtime and 

owe work. T<- eight months* vaoation. Free 
on Saturdays* 
Saleswoman:- Hours long, may have overtime, no home 
work, one or two weeks 1 vacatie: 
£inc of work :- 

Teacher:- Kartremcly tayinp on vitality, mental vigor, 
and nerve foroe. 
laswcman:- Tirinp on aocount of rneh standing* 
3ial 3t .nring :- 

Teacher:- Always Mph. 

loswowan:- Generally lower, hut den -indent upon 
er?onolity, 
1 ary oorapensatl on :- 

T r:- General average, : -7.46 per week. 
Saleswoman:- General average, $7.P,P "per week. 

From the foregoing it will he seen that the demands made 






upon the teacher In ay of preparation, training, and c x ual- 
ifioations are rauoh more severe thai those made upon the sales- 
woman. Her iss depends up en native ability, experience, 

education, while that cf the saleswoman dispenses with he 
third requisite, v.hioh consumes time and ia otherwise very ex- 
nsive. r work is more oxhHiisting, am. li for a greater 
variety of reoouroes than that of the saleswoman, ml can ab- 
ncrb an unlimited amount of time, energy • ana" devotion. The fi- 
nancial remuneration, cone eminently, is corap&ra lively very small. 
t the nature of the ~ork f unlike that of aleawoman, is 
oh that it is a compensation in itnelf. As manifested "by a 
tilled teacher, teaching is an art whose a joy, in- 
finitely varied and interesting, whose results ire perma- 
nently valuable to society. 

Th: 'son of women teachers wit r group of 

en workers having shows that their requirements are great 

ana their compensation small, a comparison with "another body 

hin her profession, 1 titors, ths men teachers, will 
3how more clearly her status in the profession, the conditions 
unaer v. her work is done, an* her opportunities for promo- 
tion. 

The table on page 14 shows the average salaries of both 
men and women teachers, by mont r by year, ^or -forty states. 
This table "howo that tho average monthly salaries of women 
teachers rora eso of men, in Jfassaohnnetts, where 
f tect, tl ticut, 46 in 

Delaware, 96^ in Indiana, up to ITew Mexico, 09%, where the dif- 
ference i3 least; no other state having as much as 9C#, and no 



If 



state having the average salary of women as high as those of 
■en* 

At first sight this looks like a great injustice; but 
further thought shows that there is a possibility that it may 
not be. the discrepancy in the salaries of men and women may 
be due to either or both of two causes: fir3t, the women way be 
paid less than the wen for doing the same work; or, in other 
words, there may be two salary schedules, where a distinction 
is baaed on sex alone. This would manifestly be an injustice; 
second, it may be oh it certain classes of positions command bet- 
ter salaries than others, and that men generally, or entirely, 
occupy them, while women ocoupy the lower and less well paid 
positions. This would not be an injustice if it should appear 
from as examination that there are v*tlid reasons in the differ- 
ence of qualifications or competence in the two groups to ac- 
count for the difference in opportunity. It will be the effort 
of the following pages to make clear the true situation. 

Complete figures *o show the comparative salary schedules 
throughout the Unite tes are not to be obtained, but tlose 
th it are available will serve to indioate the general situation, 

3 following 26 cities have been taken as typical of the va- 
rious seotions in which they are situated. rever the sala- 
ries are ^ivsn as different for men and women, the salaries of 
men er than tbor.o of wonen who hold the same .positions. 

Table Til . Uche^ule differences , 

rth Atlantic stat es. 

Hew Haven, ifferont schedule. 

ilaSelphia, 



26 



Table VII oonolnrled) 

ortllanfl, Me., 
Newark , 
Hew Yorlr 

.iouth --vtiantio Jtatea . 
Baltimore, 
rtsroouth, 
jhmond, 
Jacksonville, 
.?th antral . 
Ghioago, 
Mj 'kee , 
e, 
nee , 
Minneapolis, 
Denver, 

ansae City, :.o. , 
Inclianapoll8 v 
. outh Central , 

Loui -ville, 
Hew Orleans, 
DallM f 
Kenphie, 
3. 

;<reles f 
la Franc 1300, 
rtland, Ore. 
Reno, 
Salt Lake City, 



Different oo'be^nle 



b«m#. 



i'ferent 






3«M. 



Same. 

different 
Same. 



bane. 






The above table shows that eight out of twenty-six of 
these representative cities >iave a different salary schedule, 
based, not on the kind or quality of work done, but on sex. It 
will be observed that all cf t^nse aitles ara in the far Xast 
and South, and that all the cities in the Central, South-west, 
and Western divisions have the same soherule^ for men as for 
women. Utah has in all schools of the state the same salary 
schedules, there being in tbe ^t*te constitution a provision 
for equal pay for the sane work for wen and weren. 

The following table will serve Merely to illustrate the 
wide erenoe made where different schedules obtain. 



Table VIII . salary schedules . 





Friao: 


I pal 


... Teacher 


Gr. Teacher 




n 
111 


'. omen 


Ten 




Ken 


Women 


Hew Orleans 


17CC 


ICCO to 
IfCO 


65C to 
1000 






Baltimore 






iccc to 


7CC to 
1£ 


6^0 to 

9C 


440 to 

7( 


TTew Haven 






1C r tO 

|0< 


TOO to 

16 ? 


46C to 
860 


46C to 
750 


Philadelphia 


3500 to 

46: 


2t< 
2fc 


000 to 

SCi 


6U to 
16- 


520 to 
13 


52C to 



While the difference shown here is large, the table on pages 
43 and 44, if it nay be taken to represent fairly the sections 
in which the cities are located, indicates that the general prac- 
tice is to have equal schedule*, and that the large discrepancy 



•■piled from Superintendent's Reports or personal 
letters i superintendents. 

2 

Compiled from letters from City Superintendents. 



?e 



shown in the general table of averages given on page* 22, 23, 
and 24 cannot be accounted for by a difference in salary for 
■en and women who do the same work; for while the iiast and 
Southeast make a distinction on the basis of sex, the Central, 
West and Southwest do not, yet the general table indicates a 
difference throughout every state. It must be then that there 
is a difference in the kinds of positions held, the men occu- 
pying a majority or all of the higher paid positions, and the 
women, the majority, or all, of the lower. 

It will be necessary, first, to show what are the higher 
paid positions; and second, to find by whom they are occupied. 

Remembering that the average yearly salary for men, as 
shown by the table for the 4C states, wa« $472.18, for women 
#373.09, we find that the average salary of the city superin- 
tendents for the following states was in every case far above the 
average. 

Table IX. 3alariea of Pity Superintendents. 



State 1 No. of Pities Annual Sal, of ttupt 

Alabama 17 ^1776. OC 

California 24 2671.87 

Kentucky 18 itW.OO 

Nebraska 13 £221.16 

lew Hampshire 11 1677.27 

Texas 37 1983.10 



The lowest salary of this table being over three times as 

1 
Compiled from Report of U.r>. Comm. of Ed., 1909, Vol. 1. 



great as the average salary of a man teacher, we conclude that 

the position of city stipe ri Tit end en t la one of the better paid. 

The following statements indicate that the position of 

county superintendent is also one of the better paid. 

There are in Texas 114 county superintendents, with sala- 

1 
ries and perquisites ranging from fl 000 to $1 H . 

In Mississippi there are 78 county superintendents, with 

£ 

salaries ranging from 64( to U8CC, only E9 being below 

In Iowa there are 99 county superintendents whose salaries 

3 
vary from |l£C0 to $i the average being *1298.£8. 

Minnesota has 85 county superintendents, with salaries 

4 
ranging from ~300 to &2CCC, only ££ being below 0. 

High School teaohers are better paid than the average, the 
salaries varying from two or three hundred to |W . 

It gees without saying that the state superintendent com- 
mands a better salary th<sn the county superintendent. 

The following general schedule of salaries jn Wyoming pre- 

6 
sents the general gradation of positions. 

Mo. salary of Oity Supt. varies from *135 to 

« Principals to 'ISO. 

1 
Letter from 3tate Supt., 1911. 

2 
Report of State Supt., 1907-09, pp. 28-66. 

3 

Ibid. 1908-10, pp. 58-9. 
4 

Ibid., 1909-10, pp. £43-4. 

6 
U.S. Bureau of Ed., Bulletin no. 4, 1909, pp. 13-14. 

6 
Wyoming Educational Directory, 1911. 



Mo. salary of High oohool teachers, from |TI to 

■ " Grated . oh^ol teaohers, from 6( to r80. 
■ " ■ Bural School teachers, from 4C to 75. 

Ilie positions filled by teaohers of the ruilio school sys- 
tem, exoluoivo of the higher institutions of learning, >uoh as 
state normal schools and state universities, fall into about 

the following order: 

1. te Superintendent. 

2. City Superintendent. 

3. Ooimty Superinten3cnt. 

4. Principal. 

5. 3hool Teacher. 

6. Supervisor. 

7. Grade Te -ichor. 

The following tables will sho* tv e distribution of raen and 
women in <he different positions. The first table covers a31 
the states for state superintendent and superintendents of cit- 
ies of 4000 or over, and £7 states for county superintendent. 



1 
Sompiled from Report of Com*, of £d., 19C9, Reports 
of State superintendents, and letters from S.supt. 






Table X, -lhntion of wen ana women in the different 

positions of nurorlntandence. 



State 



tate 'upt 



11 ty Snpt 



bounty 5npt. 



'en 



■ 



LlaVflM 

Florida 

Georgia 

Idaho 

Illinois 

Indiana 

Iowa 

Xansaa 

Louisiana 



Tsouri 

Mi SB, 

it. 

IfSD. 

3Jo. Dakota 

lo 
Oregon 
So. Car*. 
Tennessee 
Texas 
Utah 

Virginia 
Wash. 
Wis. 
^yoning 
So. Dakota 
Arkansas 
0*1. 

1. 
Oonn. 
Xy. 
Maine 
Mass. 
Mioh. 
Aris. 
Nevada 
H. Jersey 
H. York 
I. 

Okla. 
Pa. 

W. Va. 
H.H. 
Rh. I. 
H. Hex. 
Del. 
Total 



1 
1 
1 
C 
1 
1 
1 
1 
1 
1 
1 
1 
1 
] 
1 
1 
1 
1 
1 
1 

1 
1 
1 

i 

i 
o 

i 

l 
l 
o 
l 
l 
i 
l 
i 
1 
l 
l 
l 
i 
l 
l 
l 
l 
i 
l 
l 



oaea 






c 

1 



e 

o 



c 



c 

r 
C 



c 

c 

c 



1 






1 


6 






c 





c 





.en 



omen 



19 
9 
?7> 
2 
76 
58 
42 
30 
10 

34 

26 
13 

6 
IS 

6 
92 

7 
26 
IS 



12 
17 
1C 
44 

4 

9 
27 
12 
26 
22 

117 

68 

5 

1 

64 

101 

14 

145* 

12 

14 

17 

3 

1 



f 

3 



C 



1 











1 

2 


1 



c 
1 






1 





8 

1 



1 





Hen 



or: on 



6b 





47 




146 


c 






96 


7 


91 


1 


68 


31 


106 


49 


61 




23 





99 


16 


63 


23 


79 







28 


49 


43 


25 


24 


141* 


6* 


33 


1 


41 





92 


4 


112 


2 


26 


2 


K 0** 





89 


16 


66 


17 


1 


13 


H 


31 



44 
* Township 



13 



DUpt, 



16 
**Divi 



1675 
3ion 3upt. 



336 



The next table oovers twenty-eig 

throughout every nection of the Unitei 

tribution of men and women in the po^' 

ent, principal, high school teaoher, i 

teaoher. 

Table XT . Piatrlbutlon of men and womi 
in twenty - eignT pities . 



^upt 



Men f 



Asst. .Supt. Prin. i 



Men 



1 



:'en 



Horth At. 
iortlan< 
lew Haven 
New York 
Hewark 

Ihil : 

S oyth At . 

Baltimore 

Richmond 

Portsmouth 

Charleston 

Atlanta 

Jacksonville 

U. Central 

Thioapo 

Minneapolis 

Cmaha 

Indianapolis 

St. Louis 

Des Moines 

Milwaukee 

. ) an tral 
BobUT — 
Birmingham 
Louisvills 
Memphis 
Pallas 

tern 
i 01 AngalM 
San Fran. 
Heno 
Portland, 

Ore. 
Salt Lake 

City*** 



1 1 



1 

1 
1 
1 

X 

1 
1 
1 
1 

1 
1 

1 
1 
1 
1 

1 

1 

1 
1 
1 
1 

1 

1 

1 
1 

1 

1 



C 

C 


c 



c 




c 
c 

1 
C 



c 







c 



c 




c 








c 



31 



E 
2 

c 
1 
1 
c 

I 




1 

4 

1 

4 

1 
1 



4 
4 


E 







c 

3 






7 
18 

861 
46 
98 






E6 


1 


19 





8 





7 





6 





E 



4 


1 
1 




c 



c 




c 







143 

16 

C 

6 

69 

E 

6C 

6 

49 

4 

El 

19 

44 

43 
3 

41 

17 



"fo^al" E7 1 

"Compiled from 
'Approximate. 



67 



1C 1C23 



Report of 1910. **Bot 
■ • Compiled from report 
onplled from report of City Supt., 
~ eluding teachers of nipht schools , 



***n 



32 



The next table covers twenty-eight cities distributed 
throughout every neotlon of the United otates, showing the dis- 
tribution of men and women in the positions of city auperlnd- 
ent, principal, high school teacher, supervisor, and grade 
teacher. 
Table XT. 1 attribution of men and women in different positions 





in 


twenty-eighT oiti 


es. 


















Supt, 


i 


AftSt. 


.Supt. 


Prin. 


or Asst. 


H. J. 


To to. 


iurci 




Teaoher 




Ken 


f. 


I/en 


1. 


Ten 


|V • 


Men 




ien 




. SB 


. 


JJorth At. 


























Portland" 


1 


c 








V 


29 


14 


28 




3 


5 


219 


gew Kaven 


1 


c 








1£ 


37 


30 


54 


3 


3 


6 


468 


Hew York 


1 


c 


31 


3 


261 


616 


707 


768 


7 


6 


10T4 


13285 


Newark 


1 


c 








46 


4 


5C 


43 


4 




9 


10v1 


pfcila.* 


1 











98 


144 


221 


212 






129 


3?- 


;;outh At. 


























Baltimore 


1 





2 





26 





93 


87 


2 


23 


88 


1066 


Richmond 


1 


r 


2 


1 


19 


1 


14 


31 


4 


1 




3684 


Portsmouth 


1 





C 





8 





S 


6 





1 




77 


Charleston 


1 





1 





7 


C 




17 


2 


8 





108 


Atlanta 


1 




1 





5 


47 


20 


28 


1 


1 




402 


Jacksonville 


1 


c 


c 


c 


2 


11 


4 


8 


1 




V 


113 


H. Central 


























Uhioago 


( 


1 


9 


4 


143 


128 


268 


361* 


5 


1 


190 


5308' 


Mlnnr >ir oils 


1 


C 








16 


53 


67 


148 


21 






895 


Omaha 


1 





C 


1 





36 


12 


65 




6 







Indianapolis 


1 


c 


1 


1 


6 


42 


60 


82 


26 


43 


2 


683 


at. Louis 


1 





4 





69 


35 


146 


118 


9 







1396 


tea Moines 


1 





1 





2 


43 


20 


60 


1 


4 




426'" 


Milwaukee 


1 


e 


4 


c 


50 


11 


45 


44 


E 


6 


123 


9R9 


-mtral 


























Sobile 


1 


c 


1 


( 


6 


8 


6 


16 


1 


3 


1 


104 


Birmingham 


1 


c 


1 





49 


2 


23 


35 


6 


7 


15 


427 


Louisville 


1 











4 


46 


40 


52 




15 


2 


CSC 


Memphis 
Dallas 


1 

1 












21 
19 


11 
6 


12 
17 


24 
24 


3 
1 


4 
4 


(■ 


311 
244 


Western 


























Los Angeles 


1 





4 





44 


73 


94 


164 


4 




41 


893 


San Fran. 


1 


( 


4 


c 


43 


116 


48 


49 






7 


896 
3C 


Reno 


1 










3 


2 


3 


6 


1 


1 




Port! wid, 

Cre. " 


1 





2 


- 


41 


7 


42 


61 


12 


u 


C 


681 


Salt Lake 

Oity*** 


1 


c 








17 


7 


19 


40 


9 


9 


8 


367 


Total 


27 


1 


67 


10 


1023 


914 


2068 


P624 


129 


341 


1726 


35CZ4 



.ompilod from Report of 1910. **Hot including Boys' H.3. 
•Approximate. "Compiled from report of City Supt., 1911. 
••'Compiled from report of City Supt., 1910. '"Inc. Kind. Tchrs. 
binding teachers cf night schools, etc. 












hi 



' 






om an examinati on 02" tl regoing tablet?, ini- 
fest that the positions paying the highest Balarlea are held 
almost exclusively by men, and that the positions paying the 
lowest salaries f namely, the grade positions, are filled almost 
altogether by women, The results ascertained may be summarized 
as follows: 

Table 711, Nummary of gables X and XI . 



Position 


Ho. of 


Men 


No. of . 


Total 


*er cent, of W 


>,tate Supt. 


44 




3 


47 


6.3 


3ity Supt. 


1313 




16 


1329 


1.2 


County Supt. 


1676 




336 


2C10 


16.0 


Prln. or ^sst. 


1023 




914 


1937 


47. c 


H. S. Teacher 


2068 




26fc4 


4692 


66.0 


Supervisor 


129 




341 


470 


72. C 


Grade Teacher 


1726 




36024 


trig 


96.0 



Of the first three, or the best paid positions, women 

hold 7.8$. Of the others, over half. 

The Report of the Commissioner of Education, 1909, gives 

606 institutions of higher education, both public and private, 

1 
•■ploying 21620 men, -md 4749 women, as teachers. 



As presidents of universities and colleges for both sexes, 
and schools of technology, there are 510 men, 1 woman. 



2 



As presidents of colleges for women, there are 111 men, 






28 women . 



1909, Vol. £, p. 869. Report of Comm. of Sdnoation. 



1919, Vol. 1, p. 869. eport of Comm. of Education. 



Is principals of normal schools, ublio, there ars 186 
1 
men, 16 women. 

As professors and heads of departments of pedagogy ll uni- 
versities and colleges, there are 154 men, 12 women. 

The reasons that are commonly assigned or that may "be £iven 
for conditions as shown by the foregoing figures ar ny, and 
the situation revealed "by their study in very complex. To be- 
g-in with, the assertion is frequently made that women are fit- 
ter t men to handle very small children, o that it is not 
likely to oauoe surprise that all the kindergarten teachers 
are women; we, for the same reason, i3 it amazing that most of 
the primary teachers should be women. This seems to bs so ob- 
vious a fact as to need no demonstration. Yet this alone will 
not aooount wholly for the fact that the salaries are low, and 
the frade I itions filled almost exclusively with women. Oth- 
er causes begin to operate here. 

omen are said to become teachers without intending to re- 
in ir, profession; ;e they enter without sufficient 
jparation, teach a few years, and then drop out. This is un- 
itedly true of many women teaohers, especially grade teach- 
ers in rural *ohools. It can be said with equal truth of many 
men teachers who "use teaching as a stepping-stone" to some- 
thing else. But whether this lack of preparation and constan- 
cy of purpose is the reason for her occupying a low position, 

certain existing conditions foster in her a state of unpre- 
paredness, it is hard to determine. Cause and effect are in- 
extricably bound up in the situation. The schools pay little, 

1 
19C9, Vol. I, Report of Comm. of Education. 






they off or ooe ilon only for a short time, ro;juir amenta are 

low, th*re is ao thing to ; ron t t any one to desire to continue 

1 
for long in the position. <:ing Hay County, Florida, as 

example, it appears that there are in the county 31 women teach- 
ers employed, whose average experience is 24 months, vhose av- 
erage length of term is 6.26 months, and whose average monthly 
salary is ,39. PA. It is not surprising that the oounty superin- 
tendent reports: "We have a supply of TMrd Grade (certificate) 
teachers. We have to import, in part, for First Grade and tha 
higher Second Grade •'' His next remark is to tl e point: "Tv/enty 
of our resident teachers raarrieo last year." It is impossible 
to determine whether this waa put forth as a lure or as i plaint. 

t any rate, it illustrates a oondition of school affairs that 
is common enough. 

This aspect of the situation "becomes of much less import- 
ance when attention is turned to teachers of secondary schools. 
There the preparation is wore adequate, the length of experience 
greater, and, as figures are ivaj labia for comparison with men 
teachers, the truth can be more r3adily arrived at. Mr. Thorn- 

diks, in The Teaching Staff of Secondary Sol ools in the United 

2 
•st itea , says: "The salaries of Fen teachers in public high 

schools range from 3 ess than 7 to &555C There is no one 
salary that can properly be onllsft typical in the sensa of rep- 
resenting a tendency about which all the salaries cluster close- 
ly. If one ?<ere compelled to choose one amount as the most 

1 
Report of :>tate Supt.,1910, pp. 47 and ff. 

£ 
Bu. of Ed. 3ulletin, 1909, no. 4, pp. 13-15. 



36 

likely to fee rSAalvsi... it weuld 1 Their mediaa sala- 

ry . The salaries of w o» — teachers in public hi 

school work range from leas than to tl roup 9. 

As with the men, there is no one salary amount wl ical 

in the sense of representing a true central tendency, $660 
would be the most suitable choice, if * to he Mfle. 

The merian salary is "55C." 

"The number of years that the man engaged in peooedary 
•hool work spent as a student in Sign school, Normal School, 
Col lope, or other institution beyond the elv're^tary school 
ranges from to 13, or possibly higher in a few eases. There 

no adherence 'to any one type the country over, though 8 years 
is the moot common length. The redian length is 7 years. The 
length of education beyond the elementary school in the case of 
women teachers ranges from to IP years, or bly higher in 

a few cases. The typical oc-dition is 8 vears. &ere are seme- 
re women who have had 8 years or more than those who 
have had 7 ye Art or less. 1 * 

"The amount of experience in teaching, as ed in years, 

ranges for the rven from C to he^ond 60, though there are only 
about 3 in IOC who have taught over 3C years. sedian is 

obably 8 yaars. The length of experience for women ranges 
from C to beyond 6C, with about 2 in 160 who have tau?ht over 
30 years. Their median 3 ; th in ; robably 6 years.'' 

In the case of this class of teachers, it ^ars that, 

with almost as long experience, and with rather better prepara- 
tion, the salaries of woman teachers are but 1?..?S of those 
of the men. The Sttt, then, that women are occupying po- 



si ti one less wall paid th^in those held by men because of inad- 
equate preparation and lack of Intention to continue in the 

ofeasion will not wholly explain the difference, *nd in the 
case of teachers in secondary schools, is quite inapplicable. 

The contrary argument, that there is an over-3upply of we31- 
tralneti women teachers, has more validity. It i". true that 

there are more women than men students in normal 3ohools, 

1 
and more women graduates; as shown sy the following figures: 

adents in Iiormal department of public 

normal schools < . . , 19C9;, 

Men, 15632. W., 58838. 

- of private normal schools, 

Men, :639, W. , 5E79. 

Public normal graduates, Men, 1656, %.", J1CC3. 

Private normal graduates, Men, 456, f«, 1041 . 

Total, Ken, 20283, »V. f 76161. 

Cf these, women -:'ora 78. 8^, ■ or proportion 

than women teachers form of the whole number of teachers. While 
teachers pre recruited from many other sources than normal 
schools, this larpe proportion of ^omen in the normal schools 

I b] it there 1a ~omo foundation for the st sat that thera 
nre a large number of women prepare «" to tench, anc neoking e»- 
eying as teachers. This Is true because., or parti; beoause, 
>re so fev ltpations open to women he taken 

as alt Ires to teaching by the class of v.omon who go into 
ofeesion. Hit lFtfc census, to he sure, schedules 305 
f, cf re to he fount. But of 

Report of Comm. of £d., 19C9, Vol. fc, p. 1084. 



38 



these only 16 are to "be classed as professional, and while 
there may be engaged In them some women, their presence does 
not mean that the occupation is open to women, or that success 
in them for a woman is not almost impossible. 

Another reason held to account for the difference made be- 
tween men and women in both salary and kind of position held, 
is that men support a family, while women support only them- 
selves, or are partly supported by some male relative. An in- 
quiry among the teachers of Dallas, resulting in reports, cer- 
tified by the principals, from 17 schools, including £58 teaoh- 
ers, shows that a surprisingly large number of women teachers 
support not only themselves but one or more others besides; some, 
on a grade teacher's salary, supporting a good-sized family. 
The following table gives the figures: 

Table XIII . Number of persons supported by men and by women 
teachers in the city of Dallas , Texas . 

Number partly supporting self. r aen 19 Men 

Supporting one. 114 6 

Supporting two. 50 9 

Supporting three. 28 7 

Supporting four. 8 8 

Supporting five. 4 4 

Supporting six. 2 2 

Supporting seven. I 1 

Supporting eight. 1 _ 

Total E26 ZB 

An examination of this table shows that there are 32 men, 
supporting persons; or an average of Z each. Of tho women. 



39 



considering ' I these ci" the first line e each paying half 
e>\ *s, we have en supporting 3'. ns or 1.0 each, 
le thi3 shows that men teachers support .tcr manser of 
rsons than worsen teachers, t1 ion Viod by the 
faot that men are encouraged to marry, married r.e.ri being oft 
preferred to single wen; while there is a general prejudice 
against B* or^n M teachers, and in many plaoes the mar- 
riage of a WWM teteher id ^nation without 
further notice. The salaries, again, cf the women teachers are 
on nn average so rruoh less than those of the men teachers, that 
even as the situation now stands, they aro doing more with the 
mono: y earn than the men, m fipuros submitted from 12 
schools of Dallas the ones reporting both salaries and number 
supported, it is found that the aggregate salaries of t ;n, 
apportioned among the number supported by then, would average 
for the year, per person, f37.44 per month; the aggregate sala- 
ries of the ?;omen, similarly apportioned, yield per person 
f»4. 44, 

It is advanced as a reason for the ilsorlBlnatlev 3hown 
in a lower sal *ry schedule for women for the same grade and 
kind of position, sad in the reluctance to admit women to the 
batter piying positions, that women hive not political rights, 
and urged that when the ballot is in K session, compen- 
sation and opportunity will be equalised. As many faots as 
possible bearing upon this point are here gathered, relating to 
school conditions in the states where both sexes possess the 
ballot, and oompare^ with those from states where women have no 
direct political power. Colorado, Idaho, Utah, and yoming 
represent the first olass, tie ballot for women in California 



4t? 



and V.ashin^ton "belli? toe reoent to be taken into aooount. The 
a-'m will be to show two things: first t whether or not In these 
states, general conditions are pood, thus improving the status 
o^ all teachers; second, whether or not in the?e states compen- 
sation am ortunitj are equalised for men and worien. 

The subject is a very complex one; the causes for any exist- 
ing sow S vor;; hari to determine. stances in the 
four states named are very different from those of other states 
with which thoy inunt he compared — Wyoming and Idaho, lor instance, 
new and sparsely populated states, with no large cities and 
w uowns; and Colorado has onl?/ one l*rge city, the <lation 
is mixed, made up largely of ranahraen r^iners. In con- 
sidering this vjuestion, therefore, no attempt will be made to 
33 for the conditions presented, 6 facts as they 
1st will be presented, anc conclusions drawn *itho\it allowanc- 
es beir 3e on 3it" ^ide. 

In school attendance, the ten 

average in number of days' attendance for every child fire to 

1 
eighteen years o i f were as follows: 



Washington, 


147. 


. 3., 11 , 


California, 


1£2. 


Oonn., 1C9.1 


Nevada, 


119. 


ol., 119. 


Mass. , 


116. 


Mich., 103. 


Idaho, 


115. 


Heb. 103. 



Two of the four aelectef tea are ■ the first ten. 
rt of Oowm. of Xa., 19C9, Vol. 2, r. iW ■ 



41 



Twenty-two are below 7/yoming, and thirty-two "below Utah. 

The following table shows the expenditure for schools par oap. 

1 
ita of the total population, of the ten highest states: 

Nevada, $11.81. H. D. |8.37. 

Wash., 10.00. Idaho . 7.59 . 

Oal., 8.47. 0ol»» 7.10. 

D. C. 6.96. Mont., 6.40. 

Utah . 6^93. H. Y., 6.37. 

Thirty- two states are below Vyoming. 

The following table shows the 27 states whioh have the 

smallest percentage of illiteracy, or hnvc MkAi the greatest 

2 
improvement on t point in the last ten yrnrs. 



State 


1890 


1900 


Decrease 


leu -. 


.4 


.6 




vt. 


l.S 


.6 


.6 


Mas 8. 


.£ 


.E 




Rh. I. 


.7 


• 3 


.4 


Conn. 


.4 


• 2 


.E 


N. Y. 


.9 


.3 


.6 


H. J. 


1.6 


.7 


.8 


Penn. 


.5 


1.6 


1.1 


Ohio 


.6 


1.1 


.6 


Ind. 


.6 


8.0 


1.6 


Mioh. 


.4 


1.0 


.6 



1 

Rept. of Ccmm. of Ed., 1909, Vol. £, p. 616. 
E 
Census Report, 19C0, Vol. II, p. CXV. Compiled from, 



. 



42 



**• 189C Decrease 



la. 


.7 


.3 


.4 


Minn. 


• 6 


.£ 


.4 


lows 


.6 


.3 


.3 


I. u. 


1.6 


.2 


1.4 


S. D. 


1.0 


.2 


#f 


. . 


.7 


.2 


»* 


Kane. 


.8 


.4 


.4 


Mont. 


2.4 


.3 


2.1 


HeV. 


.3 


.4 




Wash. 


1.6 


.2 


1.3 


Ore. 


1.5 


.3 


1.2 


Cal. 


1.1 


.4 


.7 


Ool. 


3.2 


1.8 


1.4 


ft. 


2.6 


.3 


2.3 


Id alio 


3.2 


.& 


2.7 


Utah 


3.4 


.2 


.2 



From this table , it will be 3een that of the four states 
in which there is universal suffrage beginning the facade with 
a greater percentage than any other tf the 27 st-ites, 3 have 
made wore improvement than any other in the Union; the fourth 
ll one of the seven states making the greatest improvement ; 
that Wyoming ranks with the highest 16 states in percentage of 
illiteracy, and Utah with the highest eight, having only £• 

The following table shows the percentage attending sohocl, 

of total number betveen 1C and 14 years of age, in the 17 hi 

1 
est states: 

1 
Census Beport, Vol. II, p. XCV, 1900. 



43 



Nevnda, .7 

ing , 9t . 7 

k, 80.1 

. , 88.4 

C olorado , 

Minn., 89.5 

So. Dakota, 90.5 

Idaho , 90.5 

■«a, 91. 



Cal. , 


: .1 


. , 


91.1 


Mass . v 




o. 


91.4 


Ueb . , 


91.8 


Utah, 




u. 


.7 


Wash . , 


9. . 



The above figures show that of all the United States, ltj> 

oraing ranks 16, Colorado, 13, Idaho, 10, and Utah, 3. 

The next figures show the states which from 1889-90 to 

1899-190C inoreaaed in the per oent. of sohool population en- 

1 
rolled, with the per cent, of inoreaae. 



., 


.84 


7 


7.84 


Ga. , 


1.96 


Lei. 


8.28 


R. 1., 


2.65 


'" ; - ♦ 


11 . 83 


Mass. , 


3. 


Cal., 


IE. 30 


1 1 . , 


4.66 


3. I., 


13.85 


Conn. p 


5.29 


H.C. , 


14,30 


Tot.. , 


6.05 


P.O., 


14.41 


Miss. , 


7.37 


I.E. 


14.70 


Ore. , 


7.77 


Ariz. , 


16.79 



La. 



17.68 



Ark., 18.86 

Utah , 21. j 
H. Mex. 21.62 

., 28.88 

gl. , 29.0 5 

Nev. , 34.45 

Idaho . 48.3 7 

Wash., 60.55 

The 4 universal suffrage states, it will he seen, stand 



Census Report, 1900, Vol. II, p. 606. 



'?4 



among the firnt 7, with Idaho second. 

I table next following shows the amount of expenditure 

daily per pupil, (based on average attendance) , for salaries 

1 
of tsao' snly, in the ten highest states. 



Arizona, 


18.8 


cents 


Yon tana , 


18.7 


t» 


3al. f 


18.4 


•# 


Eevada , 


18.3 


r 


D. C, 


17.3 




Wyoming, 


17.1 


n 


Oolorado, 


16.8 


*i 


No, Dakota, 


16.3 


\t 


lew York, 


16.8 


w 


3o. iakota, 


14. C 


w 



from these figures it is seen that two of the universal 

« 

suffrage states rank well among the first ten. There are 19 
states below Utah, which spends 10.8, and 31 below Iclaho, which 
mcie IS. 7 cents. 

Slnoe then, the universal suffrage states rank high in the 
following particulars: (1) number of days' attendance, (2) ex- 
ioiture per capita of population for schools, (3) small per- 
;it ige of illiteracy, (4J percentage of total number between 
j ages of 1C and 14 in actual attendance at school, (6) in- 
crease of percentage of oohool population enrolled, (b) ex- 
penditure per pupil for nalaries of teachers, it is evident 
it the conditions in general of the sohool systems in the 

1 
Kepcrt of Comm. Ed., Vol. Z 9 1909, p. 617. 



4fc 



states having such suf frags are much better than the average, 
indeed are ur.ong the best. 

As regards equality of salary for equ«T work, oonplets in- 
formation on which to base a conclusion is lacking; hut tho on- 

1 
ly two large cities, ])envor a- It lake Oity, have the sans 

iry schedules, and Utah provides in her constitution that 

8 
wen and women shall receive equal pay for equal work. 

The next inquiry is as to what has "been done in the equal 

suffrage states toward equalizing opportunity to occupy the 

higher positions. The positions occupied by public school 

teachers, in order of their rank and the salaries attached, with 

percentage of women in each, is as follows: 

State Superintendent, 6,3 

Oity 1.2 

County n 16.0 

Principal or asst., 47.0 

H. S. Teacher, 65.0 

Supervisor, 72.0 

Grade Teacher, 96.0 

Of the state superintendents, as there are 47 states, the 
normal proportion for the four woman suffrage states would be 
about 8.5$; but the 4 equal suffrage states supply all the 
women superintendents, or 1 

Of the oity superintendents, Utah supplies IE l/£^. 

a 

Rspt. of Oity Supt., 3. 1. Oity, 1909-10, p. 108. 
1 

Salary schedules sent by Oity Supt., 1911. 
3 

See above, p. 33. 



Of the oounty superinten of YVS women, tho states 

haying equal suffrage supply 3£, or about 10$. 

This shows decidedly more than the normal proportion of 
women in higher positions ior the states having universal suf- 
frage . 

In an estimate of the affects of political power in the 
hands of women, upon women teachers in these states where it ex- 
ists, there must he taken into account the fact that, beyond the 
results obtained hy a direct vote of women, is the consideration 

tended to a woman voter, and the social valuation put upon 
her as a political power, which does much to open to har those 
higher positions which, even in those states having school suf- 
frage for women, are practically closed to her. 

The objection raised to placing women in the higher posi- 
tions, that women are hy nature unfit tec* for positions requiring 
administrative or '"business' ability is hardly worthy of any 
serion3 attention, the successful women teachers who have at- 
tained such positions, of whom Mrs. Slla Flagg Young, Superin- 
tendent of the City Schools of Chicago is a notable example, 
being incontrovertible evidence to the contrary. But there is 
h strong testimony to their efficiency from Colorado, where 
women h^ve perh had best opportunity to demonstrate their 
ability successfully to fill the highest positions in the pr 

lie school sj ."tea, that the following extracts from Dr. Sumner's 

1 
study of conditions in Colorado ma.y*Cot be inapposite* 

"The office of state superintendent of public Instruction 

has been held by women since 1894, The salary is $3 000 per 

1 
Sumner, Kqual Suffrage, 19C9, p. 131, ff. 



^7 



year. Five women hive served as state superintendents: two 
republicans an<3 three democrats. General supervision over the 
public schools of Colorado is vested in the state board of ed- 
ucation, which is composed of the state superintendent of pub- 
lic inr*. trust ion, the secretary of ^tate, and the attorney gen- 
eral, with the first as president. The public school lands are 
managed by the state board of land oornmis si oners, composed of 

3 board of education and the governor. The state superintend- 
ent is also a member of the board of control of the state nor- 
mal school, and is am-off1cio Stats librarian. She has the 
appointment of two deputies, one of whom 13 acting state libra- 
rian, and the other is assistant state superintendent. Both of 
these offices have been held by women under thf women superin- 
tendents. In addition to the duties h&re suggested, and ths 

noral rotrtine administration of her office, the superintend- 
ent 6t public instruction has the supervision of oounty super- 
intendents, the preparation of blanks and lists of questions, 
the apportionment of funds among the counties, the visiting of 
schools, the holding of examinations for rtate diplomas, etc. 
Another duty falling to this officer under the law is the deci- 
sion of cases arising under the school law, Finally, it natu- 
rally devolves upon the stats superintendent to make a thorough 
study of ths needs of the school -ystera with a view to the reo- 

msndation of whatever legislation may be needed for its im- 
provement. In all of thio work, the women state superintend- 
ents have shown ability and p-ood Judgment, iuifl under tveir man- 
agement the public school system has grown and flourished until 
it is now one of the best in the United States. 



48 

Cne of the most important, if not t) e moat important, du- 
ties of the state superintendent is the management of the 
3ohool funds and the aohool lands, and this furnishes the ohief 
opportunity of the offioe not simply for graft, hut for the com- 
mission of blunders having serious and far -reaching consequence! 
But instead of complaints of dishonesty, oarelosaness, and in- 
efficiency, rmeh as have spared no other state offioe during 
these years, there 1| almost universal testimony to the honesty 
and efficiency of the state superintendents of puhlio instruc- 
tion. The leasing system applied to the school lands has 
brought excellent results, and instead of present mismanagement 
of school funds, it i« found that every superintendents re- 
port since 1894 has oalle. for legislation to provide for the 
return to the state of school funds invested in illegal state 
warrants in '87, '88, and '89. The managerr^t of the women 
has evidently been hotter than that of the men who preceded 
them. 

When the women first took control of the office, 1 tate 
library was merely a roughly sorted an<* uneatalopued collec- 
tion of documents. It is now an orderly and dignified library, 
wit}» books carefully catalogued, md the inual systematic pro- 
vision for the convenience of readers, Alu oh of the iaprove- 

had 
it would doubtless have b?en made by men if they held con- 

trol during the same years, but certainly the women have done 
well. 

In the routine administration o^ the ^tate superintend- 
ent's offioe many improvements h^ve been made. Hew and excel- 
lent courses of study h«*ve been prepared. The bJennial reports 
to the legislature have been greatly improved both in form and 



cy 



in substance. The decisions, too, of the women state superin- 
tendents have been on the whole, at leant *s wise and Just as 
similar decisions made by men. 

There seems, all things considered, ample warrant for the 
conclusion that women who have held the office of state super- 
intendent of public instruction in Colorado have made better 
records than the men who preceded them, Hot by any means all 
the improvements in the school system can, of eourse, be at- 
tributed to feminine management. The state had an excellent 
school system in 1893. But it has been rapidly improved and 
strengthened since that date, and it may be seriously ques- 
tioned whethor, if women had not been eligible for office dur- 
ing these yer*rs, the position of state rintenclent would 
have fallen into as competent hands. 

Of Mrs. H. Grenfell, the most famous of Gol or ado's women 
superintendents, an ex- governor of the state once said: ''She is 
net only the best superintendent, but the best state official, 
that Colorado ever had." The following quotation serves to 
show not merely the personality of the most prominent of Colo- 
rado's women office-holders, but also the type of woman who is 

1 
calculate^ to win the greatest success in politics. "'Mrs. 

Grenfell la strong, earnest, competent, yet womanly and in- 
spiring, ohe has not made the office wait upon politics, and 
the result has amply Justified her. Mrs. Grenfell asks no 
special recognition on account of sex, though she has always 
met with courteous treatment. "ie stands on her merits alone, 

1 
The Chautauquan, 34: 484, Raine, . <uf. in Col. 



as all women v icessful in public affairs must do, and 

on "vecouut of her reasonable and Impersonal yolnt of view, has 
the faculty of worWng 1n harmony with the nen associated with 

her.' 

During the first twelve yea' -tor ^pe of the 
e^ual suffrapa NM»d»t*t, 47 c t 69 counties had women super- 
intendents of schools. Of these counties, in two, the superin- 
tondent served one term; in seven, two |t|M| in fourteen, thres 
terms; in four, four terms ; in seven, five terms; and in thir- 
teen, the entire time cince wore e been e!tis:ible for of- 
fice. Ofee Yu^f;- * tnty different vomen have served as county 
superintendents. a reoord of vomen county superintendents, 
like that of women state superintendents, is, upon the whole, 
excellent, it is true that :t men have been put into office 
who ot have the ability, an<: one or two who did not havs 
the character, to honor themaelves or their constituents by 

air public actions; fettt it be extraordinary if, among 
r-tfiy t there were net a few Mack sheep. The proportion, 
however, )o 1 *o not been thoroughly successful has certainly 
not been as high as among men in other county offioe^ i&i the 
same period. ... v.omen take <etive and creditable part in the 
Association of County Superintendents of schools. Just as they 
do in the St ite Teachers' Association. And la a masher of oases, 
persons from differe •• testify of their wenan super- 
intendent that * she has been the mo^t efficient offioer we 

we ever had In inty. 

Howevwr favorable may be the a its of the suoosss of 
women teaehors who in the equal suffrage states have beon ad- 



61 



»itted tc the highest positions, the faot remains that even 
in those states the general oondi t.i one prevail — women occupy- 
ing the majority of the poorly paid positions, the^r salaries, 
"both relatively and absolutely, ^till meagre. Other causes 
are operative. 

.nen teachers are almost altogether w^ trout collective 
■ling rower. Without this rower, every teacher is af- 
fected adversely hy the forse of members of the profession who 
are inccmr.atent or needy, or who *re devoid of social sense. 
Women workers in 1 rry hav* protection of collective 

gaining through their labor unions; roman vho are members 
of their professions themselves rol their remuneration 
by other methods, i fee never united, except in 

a few sol^ 1 instances, Milted in am wmy to improve 
their condition economically, hat the fo 11 be which 

is oi *tion will tako, If the economic; betterment of the 
toaohin/ ssion ii tc | hrongh their organization, it 
is difficult tc foresee; hut that something of the kind is 
needed is plain to anyone who fives attention to the situation. 
The reasons •« f pear fully to account 

for existing cordi tiers. For, thoueh It it true that many wom- 
en enter the ssion of teaching without adequate prepara- 
tion, and do not long continue in it, 1 also true I the 
•iee of those o do remain in the pro- 

fession a lo v rir of years are not emal tothose of the men 
c J .R3s; fU it while the number c oquately pre- 

red and erporienoed m eseful women is' in excess of the 

numb t correspondingly efficient Ken, the wceien in general 



II 



do not monopolize the better paying positions. Another indubi- 
table faot remains, that, although in woman suffrage state* 
women have obtained the opportunity to demonstrate their admin- 
istrative ability, and have made good in the highest positions, 
the discrepancy in salaries of men and women an shown in table, 
. 14, has not been removed. A significant fact, too, is found 
in that, of the positions of High School Teacher and Supervisor, 
positions that pay about as well as that of County Superintend- 
ent, 56> and 72$, respectively, are filled by women. ,v hy should 
women be high school teachers and supervisors, but not county 
superintendents? Why should nearly half the principals be 
women; but practically none of the city superintendents? 

The reason for these conditions lies deeper than any of 
the arguments heretofore discussed. It is to be found in that 
changing social order whereby women are being transferred from 
domestic labor to industrial work; are being transformed from 
parasitism to sr -»ial functioning; from incapable inferiority 
to trained and capable leadership; and are themselves trans- 
forming the social structure nd oreating new 30oial valuations. 
For whereas women once worked in the home, now more and more 
they are finding their work outride the home; whereas once 
they were thought incapable of ever receiving training, now 
they are proving themselves worthy directors. Yeomen have proven 
that they can take any kind of intellectual education of which 
men are capable. They are now engaged in demonstrating their 
capacity for education as social factors, and their training 
for social advancement. But such profound ohanges ae these 
cannot take place suddenly. Innovation must always Beet and 



B2 



overcome pride and prejudice. In the case of the woman teacher, 
prejudice his been only partly overcome. have for ages su- 
pervised and directed, and women have carrie< out their direc- 
tions • The attitude of mind engendered by thi^ relative posi- 
tion of men and women cannot readily be swept away, even by 

possessing political ?r. Men may admit that women 
can successfully teaeh and ^irrarTi^e and minister large 

hocl systems. 3ut having official control themselves, they 
do not el est ./omen to any position vhere men uould be under 

d.r direction. For note— Mp.r school teachers roa^ on a 

b school teachers, but ot iire^t them; 
prlnolpals may be equal with men principals, >ut all their as- 
sistants a smen. men are elected tc ^rvinorships be- 
cause those tl upervise are women; but rarely may they occu- 
py the position of stats, city, or county 8tq erintendent, for 

ir di ion. ejudioe engendered 
by Ion, torn, then, i HUM cf the differences found 

in the co I en teachers. That this is true 

further as out by the significant flaot that the greatest 
differences in average salaries, and the prevalence of differ- 
ent ilea based on nex, and the t entire absence of 

men in th hor poritions, exist i?< these sections roost 
noted for vatism; the Jast, ^rn part ol the 

uth. Time onl; cad just these comp? exities. Jv ow 
the solution v.ill work out, no one ia now wise enough to fore- 
Bee, t views ricall;. on ia proceeding 
with. <ble ra] y. cess rooming 



M 



prejudice if "both experimental and educational, and in both 
phases the women teachers are themselves the chief factors. 

The position of women as a sooial group, may, then, he 
summarized thus: women are performing nearly three-fourths of 
the wor* most vital to the social welfare — the education of 
the citizens of tho future; their work is hoth important and 

ous, the requirements in preparation for their profession 
are, in comparison with the preparation demanded of women in 
other occupations, very considerable, and their remuneration 
relative to this preparation very small. Within their pro- 
fession, women are frequently paid less than men for doing the 
same work; they occupy the majority of poorly paid positions, 
and are excluded almost altogether from the better paying po- 
sitions, especially those involving administrative functions 
and t -upervisiOB of men. Their condition is improving in 
proportion as they are better qualifying themselves in educa- 
tion and in devotion to their profession, are becoming 
economically independent, and ll ortion aa publio opinion 
is becoming educated to recognise in women an obligation to- 
ward social needs, l e of justice toward her, and her ahil- 
ity to perform ■ b in sooiel amelioration. 



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